Social and Vocational Activities of High School

Students with ASD

Bonnie R. Kraemer, San Diego State UniversityApril 12th, 2018

Gatlinburg Conference San Diego

Co-Presenters

Leann Smith-DaWalt, University of Wisconsin, Madison

Samuel Odom, University of North Carolina, Chapel Hill

Kara Hume, Frank Porter Graham Child Development Institute, UNC, Chapel Hill

Laura Hall, San Diego State University, CA

Jessica Dykstra Steinbrenner , Frank Porter Graham Child Development Institute, UNC, Chapel Hill

Acknowledgement: Funded by the Institute of Educational Sciences,

U.S. Department of Education through Grant R324C120006, awarded

to UNC Chapel Hill (Kara Hume and Sam Odom)

What We Know about ASD

and High-School

Students with ASD have significantly more trouble completing

activities of daily living, have fewer planned activities and social

engagement with friends, and are less likely to have had paid

employment outside of school (Lipscomb et al., 2017).

Outcomes for young adults with ASD and their families are among

the worst of any disability group (Roux et al., 2015) .

Longitudinal studies have documented that about one third of

young adults with ASD are unemployed, and for those who are

employed, they often fail to maintain employment or struggle with

employment over time (Taylor, Henninger, & Malick, 2015).

“Our kids are alone . . . They don’t

go to dances, they don’t go

bowling, and it is not because they

do not want to.”

-Parent from CSESA focus group

Poor post-secondary

outcomes overall

“Last best chance” for

students with ASD (Peter

Gerhardt; CSESA Advisory

Board Member)

Thus, the need for

intervention during the high-

school years is critical for

youth, as well as their

families.

Purpose:

1. Describe the social and vocational experiences of adolescents with ASD

prior to the CSESA intervention.

2. Examine differences in social and vocational experiences between students

on a standard diploma track vs other diploma types (e.g., modified diploma).

Student & Family Demographics

Time of Enrollment(N = 543)

N %

Male 464 86

Race/Ethnicity (non-

White and/or Hispanic)

244 45

Caregiver Education

(greater than HS)

340 62

Household Income

(<80K)

342 67

Student & Family Demographics

Time of Enrollment (N = 543)

Mean (SD) Range

Youth Age at

Enrollment

16.1 (1.04) 13.6-20.9

Social

Responsiveness

Scale-2

70.5 (12.3) 39-110 (82% > 60)

Teacher Vineland

ABC SS

75.8 (16.6) 20-131

Leiter Non-Verbal IQ 85.8 (27.2) 30-141

Standard Diploma (%) 57

Outcome Measure: CSESA Proximal

● Researcher created measure

● Parent and Teacher versions

● Administered 5X during 2 year intervention period

● Both hard copy and online versions available

● Four areas targeted to align with CSESA intervention domains (Reading

Comprehension; Independence & Behavior; Social & Peer Relations;

Transition).

● Data presented today (Social & Vocational items at Time 1)

Sample Social & Vocational Items

from Proximal Measure: Parents

Sample Social & Vocational Items

from Proximal Measure: Teacher

Results: Report of Social Activities in Past 4

Weeks: Time 1

Parent

● Spent time with friends outside of

school 50%

● Social interactions on internet 55%

● Called or texted friends 47%

● Organized group social activity 75%

Teacher

● Social interaction w peers during

school day 86%

● Cooperated w peers in class 96%

● Initiated social interactions w at least

one peer 82%

● Participated appropriately w peers

95%

● Extended social interactions w peers

within past 2 weeks 77.5%

Results: Report of Vocational Activities in

Past 4 Weeks: Time 1

Parent

Job exploration activities 25%

Jobs around school 33%

Unpaid Internship/volunteering 28%

Paid employment 9%

Teacher

Job exploration activities 35%

Jobs around school 47%

Unpaid Internship/volunteering 23%

Paid employment 4%

Results: Differences in Social Interactions

Based on Diploma Type Time 1

Parent Report Teacher Report

Technology based activities SD***

In person social activities --

Total social interactions w peers --

Total number of peers --

At least 1 frequent social partner --

Interactions with peers wo disabilities --

Interactions w peers w disabilities MD* (79% vs 70%)

Interactions in sped classroom MD*** (86% vs 58%)

Interaction in gen ed classroom SD*** (40% vs 12%)

SD =

Standard

Diploma;

MD =

Modified

Diploma

*=p<.05

***=p<.001

Results: Differences in Vocational Activities

Based on Diploma Type Time 1

Parent Report Teacher Report

Job exploration activities - - MD***

Jobs around school campus MD*** MD***

Unpaid internships/volunteer work - - MD***

Paid employment - - - -

SD =

Standard

Diploma;

MD =

Modified

Diploma

***=p<.001

Summary

• Although only half of youth with ASD participated in

afterschool social activities, social interactions

during school were more common.

• In-person social interactions varied little based on

diploma type, however standard diploma bound

youth with ASD were significantly more involved in

internet based social activities such as online

gaming and social media.

• Very few youth with ASD were involved in paid employment, however nearly half were

involved in work based learning activities on the school campus.

• Standard diploma bound youth with ASD received much less instruction related to employment.

This is concerning considering the poor post school employment outcomes for young

adults with ASD.

Discussion

• Data for these 543 high school students with ASD, prior to intervention, is consistent

with data from other studies of high-school youth with ASD. There is a clear need for

targeted interventions during this period to foster social and vocational behaviors.

• It is concerning that diploma bound students with ASD received less instruction

related to life planning and employment. With post-school outcome data indicating

that this is one of the most vulnerable populations, creative solutions to provide life

skills instruction during the high-school years is paramount.

• CSESA was a first step in this process.

Thank You!

CSESA Team

● Kara Hume*● Leann Smith-Dawalt*● Laura Hall*● Bonnie Kraemer*● Jessica Steinbrenner● Ann Cox● Chris Brum● Shayla Green● Kate Szidon● Victoria Waters● Erik Carter● Dianne Browder● David Test● Kathy Fallen

● Janine Stichter● Colleen Reutebuch● Sharon Vaughn● Melissa Savage● Kristin Morin● Brianne Tomaszewski● Susan Hedges● Tara Regan● Sara McDaniel● Beth Pavez

Acknowledgement: Funded by the Institute of Educational Sciences,

U.S. Department of Education through Grant R324C120006, awarded

to UNC Chapel Hill (Kara Hume and Sam Odom)

Children and Youth with Autism

and Their Families who have

participated in our studies